CHAPTER 1: HUMAN NATURE AND UNETHICAL …dcollins.faculty.edgewood.edu/BuisnessEthics/Exhibits in...

C H APT E R 1:

H U M A N N A T UR E A ND UN E T H I C A L

B E H A V I O R IN O R G A NI Z A T I O NS Exhibit 1.1: Competitive Advantages of Being E thical and T rustworthy (p.

8) Exhibit 1.2: E E O C Charges and Resolutions 1997 and 2007 (p. 15)

Exhibit 1.1 Competitive Advantages of Being E thical and T rustworthy

Ethical organizations, compared to unethical organizations:

1. Attract and retain high quality employees

2. Attract and retain high quality customers

3. Attract and retain high quality suppliers

4. Attract and retain high quality investors

5. Earn good will with community members and government officials

6. Achieve greater efficiency and decision making, based on more reliable

information from stakeholders

7. Achieve higher product quality

8. Need less employee supervision

Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics

http://business.edgewood.edu/ethics

mailto:[email protected]

Exhibit 1.2 E E O C Charges and Resolutions 1997 and 2007 F iscal Y ear

1997 F iscal Y ear

2007 Type of Discrimination

Number Cases F iled

Number Cases F iled

Number Cases Resolved

Monetary Benefits Determined by E E O C (excludes other forms of litigation)

Race 29,199 30,510 25,882 $67.7 million Retaliation on all EEOC enforced statues

Not Available

26,663 22,265 $124 million

Gender 24,728 24,826 21,982 $135.4 million Age 15,785 19,103 16,134 $66.8 million Disability 18,108 17,734 15,708 $677 million Sexual Harassment 15,889 12,510 11,592 $49.9 million National Origin 6,712 9,396 7,773 $22.8 million Pregnancy 3,977 5,587 4,979 $30 million Religion 1,709 2,880 2,525 $6.4 million Equal Pay and Compensation

1,134 818 796 $9.3 million




C H APT E R 2:

T H E E T H I C A L F O UND A T I O N O F C API T A L ISM A ND T H E OPT I M A L

E T H I CS SYST E MS M O D E L

Exhibit 2.1: Best Practices for Compliance and E thics Programs (pp.

25-26) Exhibit 2.2: Optimal E thics Systems Model (p. 28)

Exhibit 2.1 Best Practices for Compliance and E thics Programs Category Best Practice Done! Organizational Personnel Issue

Substantial authority is not given to any employee known to have engaged in illegal activities

Compliance/E thics Program Personnel

A specific high-level manager oversees the program

A specific individual is accountable for the program’s day-to-day operations

Content of the Compliance/E thics Program

Code of Ethics

Procedures for preventing and detecting criminal misconduct or unethical behavior

Mechanism for employees to anonymously or confidentially seek guidance on, or report, criminal or unethical conduct without fear of retaliation

Management of the Compliance/E thics Program

Program training for all employees

Program content is communicated throughout the organization

Criminal risks common to the profession or industry are periodically assessed

Periodically assess the program’s effectiveness Rewards and Punishments Employees are provided incentives for performing

in accordance with the program’s provisions

Incentives for ethical behavior and legal compliance are consistently enforced

Employees violating the program’s provisions, or who fail to take reasonable steps to prevent or detect criminal activity, are disciplined

Disciplinary measures for unethical behavior or criminal misconduct are consistently enforced

After Criminal Conduct Detected

Reasonable steps are taken to respond appropriately to the criminal conduct

Reasonable steps are taken to prevent similar criminal misconduct in the future

Number of Best Practices Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics






C H APT E R 3:

H IRIN G E T H I C A L PE OPL E

Exhibit 3.1: F ive-Step E thics Job Screen (p. 37) Exhibit 3.2: Job Selection Rule Checklist (p. 39)

Exhibit 3.1 F ive-Step E thics Job Screen Step Explanation 1. Legal Ground Rules

Gather and use information in a way that does not discriminate against job candidates based on their race, color, religion, gender, national origin, age, or disability.

2. Behavioral Information

Review behavioral information from resumes, reference checks, background checks and integrity tests.

3. Personality Traits

Obtain measures for personality traits such as conscientiousness, organizational citizenship behavior, and social dominance and bullying.

4. Interview Questions

Interview the job finalists about their responses to ethical dilemmas experienced at previous workplaces and how they would respond to ethical dilemmas experienced by current employees. In addition, clarify inconsistencies and ambiguities that arose during the previous job screening steps.

5. Other Tests

Conduct alcohol and drug tests, and, when legally permissible, polygraph tests, as a final test of the job finalist’s integrity.




Exhibit 3.2 Job Selection Rule Checklist Rule Explanation 1.

Does the selection rule discriminate against job candidates based on their race, color, religion, gender, national origin, or age?

2.

Does the selection rule discriminate against job candidates with physical or mental disabilities?

3.

Does the selection rule result in outcomes where members of protected classes, who live in the geographic region and possess the basic level of education and experience required, are disproportionately under-represented?




C H APT E R 4:

C O D ES O F E T H I CS A ND C O D ES O F C O NDU C T

Exhibit 4.1: Code of E thics (pp. 64-65) Exhibit 4.2: Code of E thics Employee Assessment (p. 71) Exhibit 4.3: Code of E thics (p. 72) Exhibit 4.4: Code of E thics Survey (pp. 73-74)

Exhibit 4.1 Code of E thics

O UR V A L U ES

Communication We have an obligation to communicate. Here, we take the time to talk with one another … and to listen. We believe that information is meant to move and that information moves people.

Respect

We treat others as we would like to be treated ourselves. We do not tolerate abusive or disrespectful treatment. Ruthlessness, callousness and arrogance don’t belong here.

Integrity

We work with customers and prospects openly, honestly, and sincerely. When we say we will do something, we will do it; when we say we cannot or will not do something, then we won’t do it.

Excellence

We are satisfied with nothing less than the very best in everything we do. We will continue to raise the bar for everyone. The great fun here will be for all of us to discover just how good we can really be.




Exhibit 4.2 Code of E thics Employee Assessment

Step 1: Form small groups around common job tasks and have participants read the organization’s Code of Ethics. If none exists, inform participants that organizational members are expected to treat owners, company property, employees, customers, suppliers, the government, and the natural environment with utmost respect and integrity. Step 2: Each group member independently evaluates how well the organization meets each of its ethical aspirations using a 5-point Likert scale. Step 3: Each group member independently highlights one weak area and writes down strategies and action steps that can be taken to improve that score. Step 4: Group members share their survey scores with each other and determine similarities and differences. Step 5: Each group member shares a story about the survey item with the highest score. What happened during the past year that exemplifies why the organization is doing so well in that category? Step 6: Each group member shares a story about a survey item with a low score. Step 7: Each group member shares a strategy and action steps that would improve the low score, and integrates ideas and suggestions from other group members to develop a more detailed continuous improvement plan. Step 8: The group summarizes its scores and suggestions for improvement, and submits the information to the facilitator for the purpose of continuous improvement follow-up. Step 9: The facilitator forwards the information to the responsible manager. Step 10: Management or the facilitator updates employees about progress made regarding the suggested improvements.




Exhibit 4.3 Code of E thics

Core Values

Operate with integrity and respect Integrity means acting in an ethical and honest manner. Respect requires showing patience and acknowledging differences with civility. We expect you to act respectfully and with integrity in all business situations, whether inside or outside the office. Provide, promote, and celebrate L egendary Service You are responsible for providing products and services that meet or exceed the expectations of our business partners. Use superior communications All of your communications must be professional, courteous, and prompt. Embrace continuous improvement Change being constant and necessary, you must embrace opportunities to become more efficient and productive. Actively engage in self-management Assume responsibility for self-management at work by assessing your own performance daily, advance your professional growth, and improve your confidence in your ability to provide Legendary Service. Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



Exhibit 4.4 Code of E thics Survey

Living Up To The Values Statement Instructions: Please use the 1-5 scale below to assess how well each of the following statements exemplifies managers and nonmanagement employees. The more honest you are the more helpful the information we will receive. First assess the behavior of managers, and then the nonmanagement employees. 1=Strongly Disagree; 2=Disagree; 3=Neither Agree nor Disagree; 4=Agree; 5=Strongly Agree SD D N A SA Managers Operate with integrity and respect 1 2 3 4 5 Provide and promote Legendary Service (meet and exceed customer expectations)

1 2 3 4 5

Use superior communications (are professional, courteous, and prompt) 1 2 3 4 5 Embrace continuous improvement (become more productive and efficient) 1 2 3 4 5 Actively engage in self-management (assess their performance daily) 1 2 3 4 5 Managers Subtotal -- Add the five scores and divide by five: Nonmanagement Employees Operate with integrity and respect 1 2 3 4 5 Provide and promote Legendary Service (meet and exceed customer expectations)

1 2 3 4 5

Use superior communications (are professional, courteous, and prompt) 1 2 3 4 5 Embrace continuous improvement (become more productive and efficient) 1 2 3 4 5 Actively engage in self-management (assess their performance daily) 1 2 3 4 5 Nonmanagement Employees Subtotal – Add the five scores and divide by five:

Assessment of Managers 1) Provide an example of how managers live up to the company’s Values Statement. 2) Provide an example of how managers fall short of living up to the company’s Values Statement. 3) How can the company improve the shortcoming noted in #2?

Assessment of Nonmanagement Employees 4) Provide an example of how nonmanagement employees live up to the company’s Values Statement. 5) Provide an example of how nonmanagement employees fall short of living up to the company’s Values Statement. 6) How can the company improve the shortcoming noted in #5? Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



C H APT E R 5:

E T H I C A L D E C ISI O N-M A K IN G F R A M E W O R K

Exhibit 5.1: An E thics Decision-Making F ramework (p. 80) Exhibit 5.2: F ive E thical Theories (p. 82) Exhibit 5.3: Ten “Ethical Hazard Approaching” Signs (p. 94)

Exhibit 5.1 An E thics Decision-Making F ramework Instructions: Answer Questions 1 through 6 to gather the information necessary for performing an ethical analysis. Based on this information, develop a decision that has the strongest ethical basis.

1) Who are all the people affected by the action? [Stakeholder Analysis]

2) Is the action beneficial to me? [Egoism]

3) Is the action supported by my social group? [Social Group Relativism]

4) Is the action supported by national laws? [Cultural Relativism]

5) Is the action for the greatest good of the greatest number of people affected by it?

[Utilitarianism]

6) Are the motives behind the action based on truthfulness and respect/integrity toward each

stakeholder? [Deontology]

If answers to Questions 2 through 6 are all “yes,” then do it.

If answers to Questions 2 through 6 are all “no,” then do not do it.

If answers to Questions 2 through 6 are mixed, then modify your decision.

o If answers to Questions 5 and 6 are “yes,” this action is the most ethical. You may need to modify this decision in consideration of any “no” answer to Questions 2 through 4.

o If answers to Questions 5 and 6 are “no,” this action is the least ethical. Modify this decision in consideration of these objections.

o If answers to Questions 5 and 6 are mixed, this action is moderately ethical.

Modify this decision in considerations of objections raised by Questions 5 or 6. You may need to further modify this decision in consideration of any “no” answer to Questions 2 through 4.




Exhibit 5.2 F ive E thical Theories

E G O ISM: How does the action relate to me? If the action furthers my interests, then it is right. If it conflicts with my interests, then it is wrong. SO C I A L G R O UP R E L A T I V ISM: How does the action relate to my social group (peers, friends, etc.)? If the action conforms with the social group’s norms, then it is right. If it is contrary to the social group’s norms, then it is wrong.

C U L T UR A L R E L A T I V ISM: How does the action relate to the national culture, particularly its laws? If the action conforms with the law, then it is right. If it is contrary to the law, then it is wrong. U T I L I T A RI A NISM: How does the action relate to everyone who is affected by it? If the action is beneficial to the greatest number of people affected by it, then it is right. If it is detrimental to the greatest number, then it is wrong. D E O N T O L O G Y : How does the action relate to my duty to become an ideal human being who treats others in the way that I would want to be treated? Does it treat every stakeholder truthfully and with respect and integrity? If it does, then it is right. If it does not, then it is wrong.




Exhibit 5.3 Ten “Ethical Hazard Approaching” Signs

Beware when someone says:

1. It’s ethical … if it’s legal and permissible 2. It’s ethical … if it’s necessary 3. It’s ethical … if it’s just part of the job 4. It’s ethical … if it’s all for a good cause 5. It’s ethical … if I’m just doing it for you 6. It’s ethical … if I’m just fighting fire with fire 7. It’s ethical … if it doesn’t hurt anyone 8. It’s ethical … if everyone else is doing it 9. It’s ethical … if I don’t gain personally 10. It’s ethical … if I’ve got it coming




C H APT E R 6:

E T H I CS T R A ININ G

Exhibit 6.1: E thics T raining Workshop Options (pp. 101-102) Exhibit 6.2: Match the B ribe to the Penalty Exercise (p. 105) Exhibit 6.3: Coca Cola’s Code of Business Conduct Exercise (pp. 106-

107) Exhibit 6.4: E thical Dilemma Narrative Exercise (pp. 108-109) Exhibit 6.5: “Sick Leave” Ethical Dilemma Narrative (p. 110) Exhibit 6.6: Facilitating an E thics Dialogue Workshop (p. 111) Exhibit 6.7: Qualities of an Ideal Employee Self-Assessment (pp. 118-

119) Exhibit 6.8: Work as a Calling (pp. 122-123)

Exhibit 6.1 E thics T raining Workshop Options

1. Code of Ethics Assessment – Review the Code of Ethics. Have employees assess how well the organization is living up to the code, praise areas of strength, and develop strategies for improving the lowest scoring areas

2. Code of Conduct Content – Create a Who Wants to be a Millionaire or Jeopardy quiz show asking questions about the organizations Code of Conduct.

3. Code of Conduct Violations and Outcomes – Present actual cases of employees, or people in the industry, violating a code of conduct, and the punishments they received.

4. Applying the Code to Specific Situations – Provide several real-life situations and have participants determine whether the behavior is in accordance with, or violates, the Code of Conduct.

5. Creating Business Ethics Scenarios for Discussion – Have employees create ethical scenarios based on their own experiences and discuss them.

6. Applying the Ethics Decision-Making Framework – Provide several real-life situations, along with the 6-question ethical decision making framework, and have participants discuss how the frameworks suggests the situation should be handled.

7. Ethical Hazard Approaching – Review a list of common rationalizations for unethical behavior, discuss situations when these reasons have been given to justify behaviors, and then brainstorm a more ethical response in case a similar situation arises in the future.

8. Personality Analysis – Administer surveys that measure character attributes associated with ethical or unethical behavior, such as Conscientiousness, Organizational Citizenship Behavior, Social Dominance Orientation, Locus of Control, Machiavellianism, and Individualism/Collectivism.

9. Benchmarking to an Ideal Employee – Develop a profile of an “ideal employee,” put into a survey format, have employees assess themselves to this ideal, praise the good, analyze shortcomings, and develop strategies for transforming weaknesses into strengths.

10. Work as a Calling – Reflect on making job tasks enjoyable and meaningful experiences.




Exhibit 6.2 Match the B ribe to the Penalty Exercise

Instructions: Match the bribery code violation with the jail sentence

1. Employee recommended contractor who charged inflated prices in exchange for $115,000.

A. 4 months in jail

2. Employee approved supplier contract in exchange for

laptop computer.

B. 7 months in jail

3. Employee enrolled Korean pilots into a flight school in

exchange for a paid trip to Korea.

C. 46 months in jail

Correct Answers: 1-C, 2-B, 3-A




Exhibit 6.3 Coca Cola’s Code of Business Conduct Exercise

O UR PR O M ISE The Coca-Cola Company

exists to benefit and refresh everyone it touches.

Y O UR C O M M I T M E N T

As a representative of The Coca-Cola Company,

you must act with honesty and integrity in all matters.

Employees must follow the law wherever they are around the world. Employees must avoid conflicts of interest. Be aware of appearances. Financial records – both for internal activities and external transactions – must be timely and

accurate. Company assets including computers, materials and work time – must not be used for

personal benefit. Customers and suppliers must be dealt with fairly and at arm’s length. Employees must never attempt to bribe or improperly influence a government official. Employees must safeguard the company’s nonpublic information. Violations of the Code include asking other employees to violate the Code, not reporting a

Code violation or failing to cooperate in a Code investigation. Violating the Code will result in discipline. Discipline will vary depending on the

circumstances and may include, alone or in combination, a letter of reprimand, demotion, loss of merit increase, bonus or stock options, suspension or even termination.

Under the Code, certain actions require written approval by your Principal Manager.

If you have questions about any situation, ask. Always ask. Scenario: An administrative assistant’s husband owns an office supply firm with lower prices

than anyone else. The assistant’s duties at the company include ordering office supplies, so she

ordered them from her husband’s firm. Does this violate the code?

Answer : Yes, this is a conflict of interest. A Principal Manager must approve in advance any

transaction in which an employee has a financial interest. The employee was disciplined.




Exhibit 6.4 E thical Dilemma Narrative Exercise

As employees, you have experienced or observed many ethical dilemmas. Write a one or two

paragraph ethical dilemma about an experience that challenged your understanding about business

ethics. Three ways that might help you arrive at an issue are:

1. Describe an incident at work that challenged your conscience.

2. Describe an incident at work that challenged the organization’s Code of Ethics or Code

of Conduct.

3. Describe an incident that seemed disrespectful toward owners, customers, managers,

employees, suppliers, community, or the natural environment.

In order to preserve anonymity, change references to specific people and places.

Begin the first sentence with: “You are the (state the job title of the key person facing the

ethical dilemma, i.e. accounting manager)”.

Describe the dilemma (context, concerns, conflict) and clarify both sides of the issue (other

people need to understand why the unethical option was a reasonable thing for the

decision-maker to pursue).

Reach the key decision point, and then ask “What would you do?” followed by several

possible action options, such as (a) notify X or (b) do nothing.

You will then read your dilemma in a small group and ask others what action option they would

pursue if they were the decision-maker facing the dilemma.




Exhibit 6.5 “Sick Leave” Ethical Dilemma Narrative

Sick Leave?

You supervise 10 employees. Kim, the best performer, called in sick today. You learn from a

very trustworthy subordinate that Kim is not actually sick. Instead, Kim is taking a “mental

health” day and just wanted some unscheduled time off from work. The company’s sick leave

policy does not allow for mental health days. You suspect that Kim might do this once or twice a

year, within the allowable sick day allocation. Allowing Kim to take a “mental health” day off

when not sick can damage employee morale by creating a double-standard, one for Kim and one

for everyone else.

What would you do? Would you:

1. Demand that Kim work an extra day without pay to make up for the missed work day?

2. Just give Kim a warning?

3. Do nothing?

Why?




Exhibit 6.6 Facilitating an E thics Dialogue Workshop

Step 1: Distribute the 6-Question Ethics Decision-Making Framework and review it using a

sample business problem.

Step 2: Distribute a real-life situation to workshop participants, read it out loud, and have

participants apply the Ethics Decision-Making Framework to derive a moral conclusion that

supports one of the decision options.

Step 3: Count the votes for each recommendation.

Step 4: Develop position rationale in small groups.

Step 5: Empower the minority position.

Step 6: Reach a conclusion.




Exhibit 6.7 Qualities of an Ideal Employee Self-Assessment

Instructions: Please use the 1-5 scale below to assess how well each of the following statements exemplifies your work performance. The more honest you are the more helpful the information you will receive. 1=Strongly Disagree; 2=Disagree; 3=Neither Agree nor Disagree; 4=Agree; 5=Strongly Agree SD D N A SA General Character I treat all employees, agents and other business contacts with respect 1 2 3 4 5 I keep my promises 1 2 3 4 5 I hold myself accountable for my actions 1 2 3 4 5 I abide by organizational policies and procedures 1 2 3 4 5 General Character Subtotal: Add the four scores and divide by four: Customer Relations I know what my customers need and expect 1 2 3 4 5 I have rapport with my customers 1 2 3 4 5 I understand and meet service expectations 1 2 3 4 5 I inform customers when I am not available, when I will return, and to whom their communications can be directed in my absence

1 2 3 4 5

Customer Relations Subtotal: Add the four scores and divide by four: Colleague Relations I am an active member of my team 1 2 3 4 5 I provide constructive criticism 1 2 3 4 5 I learn best practices from other employees 1 2 3 4 5 I help other employees 1 2 3 4 5 Colleague Relations Subtotal: Add the four scores and divide by four: Communication Skills I listen actively by providing appropriate and timely responses 1 2 3 4 5 I keep written communications concise and grammatically correct 1 2 3 4 5 I date correspondence, include my name, telephone number and extension 1 2 3 4 5 I return telephone messages on the day they are received 1 2 3 4 5 I use the most effective form of communication for specific situations 1 2 3 4 5 Communication Skills Subtotal: Add the five scores and divide by five: Work Task Skills I do my assigned work 1 2 3 4 5 I organize my work and work space for efficient use of my time 1 2 3 4 5 I ask my colleagues for help when I need it 1 2 3 4 5 I am responsive to questions about my work 1 2 3 4 5 I ask for and use feedback 1 2 3 4 5 Work Task Skills Subtotal: Add the five scores and divide by five: Continuous Improvement I am receptive to change 1 2 3 4 5 I identify opportunities to improve my job 1 2 3 4 5 I incorporate improvements into my daily work 1 2 3 4 5

I communication and collaborate with my team to implement improvements 1 2 3 4 5 I disagree when it is likely to promote constructive change 1 2 3 4 5 I set objectives to enhance my professional growth 1 2 3 4 5 I enroll and actively participate in professional development opportunities 1 2 3 4 5 I am prepared to explain how I contribute to the organization 1 2 3 4 5 Continuous Improvement Skills Subtotal: Add the eight scores and divide by eight: Company Pride I actively promote the accomplishments of the organization 1 2 3 4 5 I celebrate my successes and those of the organization 1 2 3 4 5 I volunteer and participate annually in at least one organization activity, function, group outing, etc., that is not directly related to my job

1 2 3 4 5

I volunteer annually for at least one community activity 1 2 3 4 5 Company Pride Skills Subtotal: Add the four scores and divide by four:




Exhibit 6.8 Work as a Calling When did you first feel drawn to the kind of work you are doing? What did it feel like? Has this feeling increased or decreased over the years? How can this feeling be regenerated?

Do you experience joy in your work? When and under what circumstances? How often do you experience this? How does this joy relate to difficulties associated with your work?

Do others experience joy as a result of your work? Directly? Indirectly? How can this experience of joy be increased?

What do you learn at work? In what ways is work a learning experience for you? In what ways is work a learning experience for others?

How is your work a blessing to future generations? If you were to quit work today, what difference would it make to: Your personal or spiritual growth? The personal or spiritual growth of your work colleagues?




C H APT E R 7:

R ESPE C T IN G E MPL O Y E E DI V E RSI T Y

Exhibit 7.1: Diversity T raining Problems and Solutions (pp. 138-139) Exhibit 7.2: Who A re You Exercise (p. 141) Exhibit 7.3: Dominant/Subordinated G roup Dynamics (pp. 142-143) Exhibit 7.4: Exper iences Being Pre judged Exercise (p. 144) Exhibit 7.5: Individual Uniqueness and Commonalities Exercise (p. 145) Exhibit 7.6: Communication Styles (p. 149)

Exhibit 7.1 Diversity T raining Problems and Solutions

Problem Solution The trainer lacks credibility with either the dominant group or the subordinated groups

Use workshop co-leaders, one from the dominant group and one from the subordinated group; they can model positive behaviors through their interactions managing the workshop.

The organization’s diversity problems are portrayed too negatively

Begin the workshop by recognizing the efforts of diversity champions so that others may rally around them. Then discuss organizational shortcomings.

Employees from the dominant group are portrayed too negatively

Begin the workshop by recognizing how particular members of the dominant group have succeeded in managing diversity. Then challenge everyone to do even more.

Training is limited to the dominant group (usually European-American male prejudices).

Prejudices are not unique to any one particular demographic group. Explore everyone’s prejudices, those of both the dominant group and the diverse groups.

Training exercises are not relevant Diversity training must improve work-related interactions between diverse people. Discuss real workplace situations.

Training emphasizes employee differences to the exclusion of common ground

Despite our differences, diverse groups of people share many things in common with other diverse groups. Highlight these commonalities.

Training emphasizes knowledge and attitudes to the exclusion of behaviors

Diversity training must eventually lead to behavioral changes at work. Clearly articulate and discuss specific acceptable and unacceptable behaviors. Practice rules of civil behavior.




Exhibit 7.2 Who A re You Exercise

Describe yourself using the four layers of diversity discussed earlier in this chapter and discuss

how these dimensions impact who you are.

Describe your internal personality dimensions (i.e., Myers-Briggs Type Indicators).

Describe your unchanging external dimensions (i.e., race, ethnicity, gender, sexual

orientation, and birth generation).

Describe your evolving external dimensions (i.e., age, height, weight, religion, education,

physical ability, marital status, income level, and geographic location).

Describe your organizational dimensions (i.e., hierarchical status, work content,

department, and seniority).

Which of these dimensions most strongly define who you are?

Which of these dimensions impact how others treat you at work? How?




Exhibit 7.3 Dominant/Subordinated G roup Dynamics

Category Dominant G roup Subordinated G roup

Power Has access to power Needs access to power Rules Make the rules Abide by the rules or try to fit in Resources Controls resources Needs access to resources Culture Defines the culture Struggles to “fit in” Truth Define the truth Have their truth and experiences

questioned and often invalidated Normal Seen as normal Seen as inferior or as an exception to

their group Capable Assumed to be capable (qualified) Often assumed to be deficient

(unqualified) Benefit of Doubt

Given the benefit of doubt Has to earn the benefit of doubt (has to “prove” they are qualified)

Awareness of Group Membership

Unaware of group membership Very aware of group membership

Sense of Worth Sees their group as the “best” Internalized dominant groups’ beliefs reflected in lack of worth, low self-esteem or self-confidence

Behavior Encourages subordinated group members to assimilate

Adapts; develops behaviors pleasing or accepting to dominant group members and cannot “show-up” too authentic or genuine

Discrimination Sees incidents of discrimination as individual actions that has little to do with group membership

Sees patterns of group level behavior based on repetitive nature




Exhibit 7.4 Experiences Being Pre judged Exercise

1. Describe how you have been stereotyped in a positive way. When did the incident occur?

Where did the incident occur? Who said what to whom?

2. Describe how you have been stereotyped in a negative way. When did the incident occur?

Where did the incident occur? Who said what to whom?

3. What were your reactions when the negative incident occurred? How did you feel? What

did you think? What did you do?

4. What were the overall consequences of the negative incident? How did the incident affect

you in the future? Did it change your expectations of yourself? Did it change your

expectations of others?




Exhibit 7.5 Individual Uniqueness and Commonalities Exercise

Step 1: Write down 5 things that make you unique within your group. For example: I was a Vice President of my university student government, I had season tickets to the New York Giants (football), I played center field on my baseball team and struck out all the time, I was a missionary, I came in second place for an 880 yard run in grade school (though there were only 2 other people signed up for the race). 1. 2. 3. 4. 5. Step 2: Share your items with your group members and circle those that are still unique. Step 3: Have an informal discussion with your group members and find 5 things that you have in common with members of your group. 1. 2. 3. 4. 5.




Exhibit 7.6 Communication Styles

B rown

Direct, brief and decisive Focus on tasks and results Assertive Desire "yes/no or black/white

answers Doesn’t want a lot of detail Stays on point Impatient if things move too slowly

G reen

Logical, sequential, and focused on details

Desires historical data Literal and factual Appears reserved and avoids

emotions Needs time to process information A planner, precise and organized

Blue

Concerned with how others feel and

will be affected Supportive and agreeable Includes others in the decision-

making process Likes to chat and form a personal

connection before getting on task Good listener

Red

Flamboyant, dramatic, and energetic

Fast-paced Frequently tell jokes or stories Tends to over-generalize for effect Likes humor and creative ideas Spontaneous, innovative, and

enthusiastic




C H APT E R 8:

E T H I CS R EPO R T IN G SYST E M

Exhibit 8.1: Internal Reporting System Process (pp. 162-163) Exhibit 8.2: Top F ive False C laims A cts Cases (as of January 25, 2006) (pp. 170-171)

Exhibit 8.1 Internal Reporting System Process Step Activity 1. Develop the ethics reporting policy in partnership with upper management to establish

their buy-in. 2. Communicate the ethics reporting policy to all employees through multiple media, such

as the employee handbook, e-mail, the company intranet site, department meetings, and training sessions.

3. Emphasize the importance of reporting concerns about unethical and illegal conduct. Management cannot act on what it does not know.

4. Assure people that any form of retaliation against an employee who raises an ethical concern is prohibited.

5. If appropriate, the employee should first attempt to resolve the issue by directly approaching the individual engaged in the questionable activity.

6. If direct discussion or resolution is not possible, then the employee should confidentially meet with the ECO to discuss the issue.

7. If the employee prefers not to reveal his or her identity, then the employee should anonymously submit the concern to the ECO through the organization’s intranet reporting system or in a sealed box. Establish a means of communication if the issue becomes a high-priority item needing additional information from the employee.

8. Follow Step 6 or Step 7; assure the employee that his or her identity will not be revealed without consent.

9. Interview the employee and discuss clarifying questions. 10. Develop a plan for investigating the case in a manner that honors the employee’s

confidentiality or anonymity. 11. Conduct the investigation in a fair and confidential manner. 12. If the investigation reveals that the employee’s allegations are accurate, take prompt

action to correct the wrongdoing. 13. Inform the employee about the outcome of the investigation. 14. Establish an appeals process for employees dissatisfied with the outcome of the initial

investigation. Provide an advocate, probably from the human resources department, to assist an employee who wishes to appeal an outcome.




Exhibit 8.2 Top F ive False C laims Acts Cases (as of January 25, 2006) Settlement Amount

Company Case

$900 million

Tenet Healthcare, 2006

Manipulating Medicare payments, kickbacks, and bill padding

$731.4 million

HCA (The Health Care Company), 2000

Billing for unnecessary lab tests not doctor ordered, upcoding medical problems to get higher reimbursements, and billing for non-reimbursable items

$631 million

HCA, 2003

Kickbacks to physicians and cost reporting fraud

$567 million

Serono Group, 2005

Kickbacks to physicians for prescribing drug, kickbacks to pharmacies for recommending drug, and illegal marketing of drug

$559.4 million

Taketa-Abbott Pharmaceutical Products, 2001

Fraudulent drug pricing and marketing; gave doctors kickbacks by proving free samples with knowledge physicians would bill Medicare and Medicaid for them




C H APT E R 9:

E T H I C A L L E A D E RSH IP, W O R K G O A LS, A ND

PE R F O R M A N C E APPR A ISA LS Exhibit 9.1: G reat Place to Work Dimensions (pp. 180-181) Exhibit 9.2: Code of E thics Performance Appraisal (p. 193) Exhibit 9.3: L eadership Skills Performance Appraisal (pp. 194-195) Exhibit 9.4: Employee Polygraph Protection Act of 1988 (p. 199)

Exhibit 9.1 G reat Place to Work Dimensions

Dimension How Dimension Is Exemplified Credibility Communications are open and accessible

Competence in coordinating human and material resources Integrity in carrying out vision with consistency

Respect Support professional development and show appreciation Collaborate with employees on relevant decisions Care for employees as individuals with personal lives

Fairness Equity: balanced treatment for all in terms of rewards Impartiality: absence of favoritism in hiring and promotions Justice: lack of discrimination and process for appeals

Pride In personal job, individual contributions In work produced by one’s team or workgroup In the organization’s products and standing in the community

Camaraderie Ability to be oneself Socially friendly and welcoming atmosphere Sense of “family” or “team”




Exhibit 9.2 Code of E thics Performance Appraisal Instructions: Please use the 1-5 scale below to assess how well each of the following statements exemplifies the employee’s performance: 1=Strongly Disagree; 2=Disagree; 3=Neither Agree nor Disagree; 4=Agree; 5=Strongly Agree SD D N A SA Operates with integrity and respect 1 2 3 4 5 Provides and promotes Legendary Service (meet and exceeds customer expectations)

1 2 3 4 5

Uses superior communications (is professional, courteous, and prompt) 1 2 3 4 5 Embraces continuous improvement (becomes more productive and efficient)

1 2 3 4 5

Actively engages in self-management (assesses performance daily performance daily)

1 2 3 4 5

Total Score of Items Above: Which of these items should the employee improve upon between now and the next performance review? How can the employee score higher on that item?




Exhibit 9.3 L eadership Skills Performance Appraisal

Instructions: Please use the 1-4 scale below to assess how well each of the following statements exemplifies the employee’s performance:

4=Always; 3=Frequently; 2=Sometimes; 1=Never Rating A F S N Is positive 4 3 2 1 Listens well 4 3 2 1 Is comfortable giving feedback 4 3 2 1 Is trusted by others 4 3 2 1 Is easy to approach 4 3 2 1 Is available to others when needed 4 3 2 1 Communicates clearly 4 3 2 1 Seeks input from others 4 3 2 1 Praises others 4 3 2 1 Is patient 4 3 2 1 Follows through on commitments 4 3 2 1 Is supportive 4 3 2 1 Provides clear expectations 4 3 2 1 Knows others well 4 3 2 1 Total Score of Items Above: Which of these items should the employee improve upon between now and the next performance review? How can the employee score higher on that item?




Exhibit 9.4 Employee Polygraph Protection Act of 1988

Key factors of the legislation include:

Random polygraph testing of employees is prohibited

Polygraphs can be used on employees who are reasonably suspected of involvement in a specific workplace incident resulting in economic loss to the employer.

An employee can refuse to take the polygraph test or terminate a polygraph test at any time; refusal for not participating in a polygraph test cannot be used as a reason for discipline or job termination.

If an employee fails the polygraph test, the employee cannot be fired without other corroborating evidence.




C H APT E R 10:

E MPO W E RIN G E T H I C A L E MPL O Y E ES

Exhibit 10.1: Workplace A ttitudes and Behaviors (p. 207) Exhibit 10.2: T eam Effectiveness Model (pp. 213-214)

Exhibit 10.1 Workplace A ttitudes and Behaviors

Type Prevalence A ttitude & Behavior How to Manage Go-Getters

Some

Task-oriented Can-do Enjoys working

Freedom and autonomy New challenges Leadership positions Praise and extra rewards

F ence-Sitters

Many

A job is a job Minimum expectations 9-5 then punch out

Raise minimum expectations Team up with go-getters Separate from adversarials

Adversarials

Some

Managers are idiots Work is a pain Convert fence-sitters

Confront and discipline Team-up with go-getters Separate from fence-sitters




Exhibit 10.2 T eam E ffectiveness Model Dysfunction Positive Embodiment 1. Absence of Trust

Members of great teams trust one another on a fundamental, emotional level, and they are comfortable being vulnerable with each other about their weaknesses, mistakes, fears, and behaviors. They get to a point where they can be completely open with one another, without filters.

2. Fear of Conflict

Teams that trust one another are not afraid to engage in passionate dialogue around issues and decisions that are key to the organization’s success. They do not hesitate to disagree with, challenge, and question one another, all in the spirit of finding the best answers, discovering the truth, and making great decisions.

3. Lack of Commitment

Teams that engage in unfiltered conflict are able to achieve genuine buy-in around important decisions, even when various members of the team initially disagree. That’s because they ensure that all opinions and ideas are put on the table and considered, giving confidence to team members that no stone has been left unturned.

4. Avoidance of Accountability

Teams that commit to decisions and standards of performance do not hesitate to hold one another accountable for adhering to those decisions and standards. What is more, they don’t rely on the team leader as the primary source of accountability, they go directly to their peers.

5. Inattention to Collective Results

Teams that trust one another, engage in conflict, commit to decisions, and hold one another accountable are very likely to set aside their individual needs and agendas and focus almost exclusively on what is best for the team. They do not give in to the temptation to place their departments, career aspirations, or ego-driven status ahead of the collective results that define team success.




C H APT E R 11:

E N V IR O N M E N T A L M A N A G E M E N T

Exhibit 11.1: Benefits of Being E co-F riendly (pp. 235-236) Exhibit 11.2: Starbucks Environmental Mission Statement (p. 238) Exhibit 11.3: Managing Environmental Change (pp. 239-241) Exhibit 11.4: Environmental Management System (E MS) Plan (pp. 242-

243) Exhibit 11.5: Identifying Environmental Risks (p. 244) Exhibit 11.6: The L E E D Rating System (pp. 252-253) Exhibit 11.7: K ey Environmental Metrics (p. 254)

Exhibit 11.1 Benefits of Being E co-F riendly

Issue Explanation Production Cost Savings Eco-efficiency reduces energy and material costs of production Lower insurance premiums Insurance companies are including sustainable development

initiatives in the underwriting process Lower bank loan rates Major banks conduct environmental risk analysis as part of

lending money for mortgage and land acquisitions Reduced of liability risks Federal and state governments hold polluters responsible for

clean-up costs, property damages, and other related costs Market expansion

One of the fastest growth markets is for new “green” technologies and products

Customer attraction and retention

Customers are demanding higher environmental standards when making product decisions

Employee recruitment Young professionals strongly consider eco-friendliness when evaluating job opportunities

Higher employee commitment Environmental reputation enhances employee morale, commitment and effort

Reduced product design to market time

Failure to anticipate new environmental regulations delays new product introductions

Regulatory flexibility

Organizations with an Environmental Management System (EMS) may be granted greater regulatory flexibility

Industry self-regulation Enhances trust and practical, cost-effective self-regulatory legislation

Socially responsible mutual funds

Inclusion in increasing number of CSR fund screens affects share price

Better relations with community

Increases community acceptance of new project start-ups & expansions

Better activist and media relations

Negative activist attention creates long-term public relations problems

Personal Integrity Personal commitment to good stewardship generates pride Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



Exhibit 11.2 Starbucks Environmental Mission Statement

Starbucks is committed to a role of environmental leadership in all facets of our business.

We will fulfill this mission by a commitment to:

Understanding of environmental issues and sharing information with our partners.

Developing innovative and flexible solutions to bring about change. Striving to buy, sell and use environmentally friendly products.

Recognizing that fiscal responsibility is essential to our environmental future. Instilling environmental responsibility as a corporate value.

Measuring and monitoring our progress for each project. Encouraging all partners to share in our mission.




Exhibit 11.3 Managing Environmental Change Aspect Focus/Objectives Tools and Methodologies Environmental Manager

One manager is accountable for environmental initiatives

The environmental manager is a leadership position requiring political skills and broad knowledge of organizational operations

Management Support

Obtain vocal and visible support from CEO, COO and other executives

Ask CEO and others about their environmental vision for firm; introduce top management to business case for sustainability; request they convey this message to rest of the organization

Green Committee

Achieve buy-in from work units throughout the organization

Choose go-getters from different work units to oversee environmental performance, elicit ideas and manage the implementation of action plans

Vision and Strategy

Develop the vision of a sustainable firm in a sustainable society

Integrate eco-friendliness into vision, strategy, and financial models; link environmental action plans to the vision and strategy

Training, Education, Coaching

Use coaching style to educate all employees about putting environmental principles into practice

Adapt training materials to specific organizational context and employee work units; train the trainers and coaches; develop engaging training materials

Employee Involvement

Team building activities, encourage suggestions, continual reinforcement

Teams focus on reducing wastes and resources used; follow-through on employee suggestions; friendly competition among employees and work units

Practical Application & Innovation

Determine “low-hanging fruit,” practical change ideas for immediate and long-term

Develop mechanisms for reviewing suggestions and innovations; provide resources to experiment and try new ideas; on-going coaching; share lessons learned

F eedback and Measurement

Benchmark, track, measure, evaluate, provide feedback, and reward results

Develop baseline measures, document, and post results; translate resource savings into financial language; recognize and communicate achievements

Influence Employees, suppliers, customers, competitors, shareholders, community

Encourage all stakeholders to attend workshops; partner with other groups; educate suppliers and customers through booklets, product labels, annual reports, and website resources

Integrate into all business functions

Make sustainability a normal business consideration

Implement an environmental management system (EMS); address at all meetings and include in all reports; include in business plan, performance evaluations, and bonuses




Exhibit 11.4 Environmental Management System (E MS) Plan

What are the procedures for: Environmental Policy

Developing environmental policies?

Environmental Planning

Identifying operations that impact the environment? Identifying environmental risks? Identifying applicable environmental laws and regulations? Establishing short and long-term environmental objectives and targets? Developing action plans aimed at achieving the environmental objectives and targets?

Environmental Implementation and Operation

Determining who is responsible for specific aspects of environmental performance? Determining and developing environmental training activities? Developing environmental emergency plans? Communicating environmental issues and accomplishments to employees and external

stakeholders?

Environmental Checking and Corrective Action

Maintaining records related to environmental performance? Monitoring and assessing key environmental objectives and performance measures? Determining corrective actions? Auditing the Environmental Management System?

Management Review

Managerial review of environmental performance, including responses to environmental emergencies and the adequacy of environmental accomplishments?




Exhibit 11.5 Identifying Environmental Risks Value Chain Phase

Sample Questions to H elp Identify Environmental Risk

Suppliers What substances go into the products suppliers sell to us? Are they toxic?

What resources (energy, water, and materials) are our suppliers most dependent on? Are they abundant or constrained, now and in the near future?

Do our suppliers pollute? Do they meet all applicable laws? Will legal requirements get tighter for them?

Company Operations

How big is our environmental footprint? What resources are we most dependent on and how much do we use? What emissions do we release into the air or water? How do we dispose of waste? How up-to-date is our environmental management system? What are the chances of a spill, leak, or release of hazardous materials? Have others in our industry had problems? What local, state, federal, or international regulations apply to our

business? Are we in full compliance? Are these regulations getting tighter?

Customers Are there hazardous substances in our products? How much energy (or water or other resources) does our product require

customers to use? What do customers do with our products when they are done with them?

What should happen if we are required to take the products back? Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



Exhibit 11.6 The L E E D Rating System

Category Points Practice Sustainable Sites 14 Erosion and sedimentation control*

Appropriateness of selected site Urban redevelopment Brownfield redevelopment Alternative transportation availability Stormwater runoff management

Water Efficiency 5 Water use efficiency for landscaping Innovative wastewater technologies Water use efficiency within the building

Energy & Atmosphere

17 Fundamental building systems verified by a commissioning agent*

Minimum energy efficiency level established for the base building and systems*

Zero use of chloro fluoro carbon (CFC)-based refrigerants in HVAC&R systems*

Optimize energy performance Renewable energy use

Materials & Resources

13 Collection and storage of recyclables generated by building occupants*

Recycle or reuse construction waste Use salvaged, refurbished or reused materials for

construction Construction material used has recycled content Local/regional building materials and products

Indoor Environmental Quality

15

Appropriate indoor air quality (IAQ) level established* Tobacco smoke control* Carbon dioxide monitoring Ventilation effectiveness IAQ management plan Low-emitting VOC products Thermal comfort Occupied areas have daylight and outdoor views

Innovation and Design Process

5

Innovation in design beyond LEED requirements LEED accredited professional on building construction team

*: Indicates a required practice Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



Exhibit 11.7 K ey Environmental Metrics Category Basic Metrics Energy Energy used

Renewable energy used or bought Water Total water used

Water pollution Air Greenhouse gas emissions

Releases of heavy metals and toxic chemicals Emissions of particulates, VOCs, SOx, and NOx

Waste Hazardous waste Solid waste Recycled materials

Transportation Company vehicle mileage Business travel mileage Freight mileage and tonnage

Compliance Notices of violations Fines or penalties paid




C H APT E R 12:

C O M M UNI T Y O U T R E A C H A ND R ESPE C T

Exhibit 12.1: Community O rganizations that Benefit the Most from a

Strategic (p. 273) Exhibit 12.2: Community O rganizations that Benefit the Company the

Most (pp. 274-275) Exhibit 12.3: Community Involvement Management Process (p. 277-

278) Exhibit 12.4: Top Three Indicators for F ive Community Impact Topics

(pp. 280-281)

Exhibit 12.1: Community O rganizations that Benefit the Most from a Strategic Partnership

Determine a nonprofit strategic partner by answering the following questions:

1. Mission Match:

a. What is your company’s mission?

b. What community organizations have a mission that intersects this mission?

2. Product or Service Match

a. What is your company’s product or service?

b. What community organizations would benefit from this product or service?

3. Employee Skills Match

a. What skills can your employees offer a community organization?

b. What community organizations would benefit from these skills

An optimal partner is a community organization with a similar mission that can benefit from the

company’s product, service and employee skills.




Exhibit 12.2: Community O rganizations that Benefit the Company the Most

Partnership

Factor

Probing Questions: What community organizations …

Sources of

Potential

Employees or

Other Resources

Have similar labor and product supply chains?

Train and develop potential employees?

Attract high quality potential employees to the community?

Serve as incubators for research and development ideas?

Develop and protect necessary natural resources?

Are associated to current and potential sources of capital?

Attract potential suppliers to the community?

Can contribute to cost reductions?

Have similar infrastructure needs?

Sources of

Potential

Customers

Currently, or could, purchase products or services?

Serve current and potential customers?

Make the location a more attractive place for potential customers?

Stimulate business development and economic growth?




Exhibit 12.3 Community Involvement Management Process

Step Action Explanation 1 Assign a community involvement

champion This is an opportunity to provide leadership training to a go-getter at the middle management, or nonmanagement, level

2 Obtain management support Executives should provide visible and vocal support for the program

3 Form a “Community Involvement Team”

A cross-functional employee team can obtain participation throughout the company

4 Conduct a company asset analysis Determine the amount or type of money, time, product, and skills the company can contribute

5 Gather information on community needs

Obtain information from the employees and the United Way

6 Match company assets and community needs

Determine potential links between company assets and community needs, and prioritize these win-win possibilities

7 Match community assets and company needs

Determine potential links between community assets and company needs, and prioritize these win-win possibilities

8 Develop a strategic partnership with a community organization

Form a strategic alliance with a community partner, gather suggestions on the type of assistance they need most, and reach agreement on an action plan

9 Create a vision and goal statement

In partnership with the community organization, create an overall vision statement and several goals for the highest priority items

10 Determine a practical application Focus on a low-hanging fruit where the company’s involvement can make a difference or a high profile issue employees strongly support

11 Involve other employees in the community involvement process

Share the vision and goal with other employees and provide outlets for employee input

12 Assess performance Develop measures to assess performance, gather other relevant feedback for continuous improvement, and make changes as needed

13 Support other opportunities Provide flexibility for employees to take responsibility for other community involvement initiatives




Exhibit 12.4 Top Three Indicators for F ive Community Impact Topics

Education and Training

1. Number of people benefited/reached by education initiatives 2. Amount of money invested/donated in the education initiatives 3. Number of education-related activities (e.g. seminar, classes, conferences etc.) held

Philanthropy and Charitable Giving

1. Sum of money donated/raised/contributed to community initiatives 2. Percentage or number of people (organizations) granted/sponsored/covered by donated services 3. Number of quantity of scholarships/materials/services donated

Community Services and Employee Volunteering 1. Number of people/organizations/projects benefitted, served, or implemented 2. Number of volunteers 3. Number of volunteering hours

Total Community Expenditure

1. Amount of money spent in community investment 2. Percentage of profit/revenue/income spent 3. Percentage increase of money spent on social investment, compared to last year 3. Number of people benefited in community investment activities 3. Number of projects developed and completed

Community Engagement and Dialogue 1. Number of visitors, audience and participants reached 2. Percentage/number of sites where community engagement activities were performed 3. Frequency of meetings Denis Collins (2009) Essentials of Business E thics: How to Create Organizations of High Integrity and Superior Performance (John Wiley & Sons), [email protected]. Book is available at: http://business.edgewood.edu/ethics



Date post:	29-Mar-2018
Category:	Documents
Upload:	dangcong
View:	226 times
Download:	1 times

CHAPTER 1: HUMAN NATURE AND UNETHICAL …dcollins.faculty.edgewood.edu/BuisnessEthics/Exhibits in...

Documents